The Effect of Narrative Writing on Retention of Grammar Tenses among Intermediate Language Learners

Mohammad Mahdi Pourarian, Department of English Language Teaching, Kermanshah Branch, Islamic Azad University, Kermanshah, Iran & Dr. Kamran Janfeshan, Department of English Language Teaching, Kermanshah Branch, Islamic Azad University, Kermanshah, Iran

 

There has been a dispute for many years over how to teach grammar effectively. However, it is observed that in spite of teaching grammar so extensively, students are unable to produce grammatically correct sentences. One of the difficult grammatical areas for ESL/EFL students to master is the English verb tense-aspect system. Narrative writing can be used to teach time tenses. The present study aims to investigate the impact of using narrative writing on the retention of time tenses among Iranian intermediate EFL learners. The study also investigated the role of gender in the grammar tenses retention of language learners. 80 intermediate language learners from four language institutes took part in this study. They were divided into an experimental group and control group. During the treatment, the experimental group received instruction on English tenses through presenting narratives and practicing narrative essays. Meanwhile, the control group learned time tenses through explicit grammar instruction. The instruments of the study were an Oxford Placement Test and a grammar test used as the pretest and the posttest. Results of the study showed that using narrative writing had a significant effect on the retention of time tenses among intermediate EFL learners in language institutes. However, gender did not have a significant effect on the retention of grammar tenses among the participant of the study. Findings of the study had implications for teachers, students, materials developers and policy makers.

 

The above abstract is part  of the article which was accepted at The Second International Conference on Current Issues of Languages, Dialects and Linguistics (WWW.LLLD.IR) & The Fourth National Conference on English Studies and Linguistics (WWW.ELTL.IR) , 1-2 February 2018 , Iran-Ahwaz.

The Attitudes of English Teachers towards Reading Comprehension Problems of Iranian Arab EFL High School Students

Dr. Sedigheh Vahdat, Dr. Zohre G. Shooshtari & Abbas Cheldawi,

Shahid Chamran University of Ahvaz, Iran

 

Reading skill is regarded as a means of effective communication in first, second and foreign language learning context. EFL learners reading ability requires a sufficient knowledge of vocabulary, ability in scanning and skimming and prediction of meaning of the text. This study was carried out to identify the reading problems of Iranian Arab high school students in their English course from the teachers' perspective. A questionnaire of 23 items in three categories was given to 40 Iranian EFL teachers of Dasht-E-Azadegn (located in Khuzestan Province of Iran) high schools. Also, two interviews were conducted with 10 of English teachers and 11 students respectively. The collected data was analyzed through SPSS. After computing the percentage and frequency of the three main categories, the findings indicated that the respondents were of the opinion that Iranian Arab high school students encountered problems in vocabulary, scanning and skimming and prediction of text meaning. The teachers also believed that the assigned English course books and the devoted time for teaching them play significant role in creating the mentioned reading problems. The students related the problems to their "weak base", insufficient dictation practice and little knowledge about reading strategies. The results of this study can be useful for EFL teachers in improving their lesson plans for EFL reading instruction. Also the findings can be helpful as a means for exploring the role of high school English books in the reading problems.

 

The above abstract is part  of the article which was accepted at The Second International Conference on Current Issues of Languages, Dialects and Linguistics (WWW.LLLD.IR) & The Fourth National Conference on English Studies and Linguistics (WWW.ELTL.IR) , 1-2 February 2018 , Iran-Ahwaz.

Linguistic Functional Analysis of Andersen’s The Tallow Candle

Fatimah Al-Asadi,

University of Wyoming, USA

 

This study is a functional analysis of Andersen’s The Tallow Candle. The functional approach used consisted of three phases: genre, register, and language. The genre analysis referred to the schematic structure of the tale in question, in relation to the framework of Halliday’s Systematic Functional Linguistic framework. The register analysis showed that the ‘Finite’ form of the clauses is in the past tense. Finally, the language analysis revealed that the lexical density in The Tallow Candle was moderate. The study is of great importance for English instructors, and for English learners as well, because it tackles the structure of the style of one of the prominent figures in literature.

 

The above abstract is part  of the article which was accepted at The Second International Conference on Current Issues of Languages, Dialects and Linguistics (WWW.LLLD.IR) & The Fourth National Conference on English Studies and Linguistics (WWW.ELTL.IR) , 1-2 February 2018 , Iran-Ahwaz.

The Relationship between Word Features and Lexical Decision Performance in Visual Word Recognition

Dr. Zahra Fotovatnia, Saeed Mostafavi-Ghahfarokhi & Dr. Jeffery A Jones,

Wilfrid Laurier University, Canada, Department of English, Islamic Azad University, Najafabad Branch, Iran & Wilfrid Laurier University, Canada

 

Models of bilingual word recognition have primarily been developed, using the outcomes of experiments with L1 or L2 speakers of English performing a lexical decision task. Lexical decision tasks ask participants to decide whether a character string presented on a screen is a word or nonword. Often related or unrelated words (primes) are briefly presented before participants see the target string. Apart from this relatedness feature, other features of the prime should be matched across the two conditions. Otherwise, the results cannot be attributed to the “relatedness” feature alone. The present study was designed to investigate the relationship between word features and how each feature influenced the reaction time (RT) and accuracy of responses of 32 Persian-English speakers. Two questionnaires gathered responses on the participants’ familiarity, concreteness and imageability of 144 English and 288 Persian words on a 5-point Likert scale. In addition to these semantic features, other word features such as number of phonemes, number of letters, frequency per million, and neighborhood density of the words were determined using online databases in English and the MAHAK corpus in Persian. The Pearson correlation coefficient showed that RT was related to the number of letters, frequency, and neighborhood density of both English targets and Persian primes and familiarity with the English targets. Accuracy, on the other hand, was related to frequency, familiarity, and neighborhood density of English targets. Overall, the findings emphasize the importance of features of prime and target in a lexical decision task.

 

The above abstract is part  of the article which was accepted at The Second International Conference on Current Issues of Languages, Dialects and Linguistics (WWW.LLLD.IR) & The Fourth National Conference on English Studies and Linguistics (WWW.ELTL.IR) , 1-2 February 2018 , Iran-Ahwaz.

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